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The IEYC Story: Research
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The IEYC Story: The UN Convention
on the Rights of the Child (1989)
Article 31: Leisure, Play 20 November 1989 - UNICEF press conference, United Nations, New York.
UNICEF holding a press conference as the General Assembly adopts a United
and Culture Nations Convention on the Rights of the Child. From left to right are James
Grant, Executive Director of UNICEF, Jan Martenson, Under-Secretary-General
Every child has the right to relax, for Human Rights and Director, United Nations, Geneva, and Audrey Hepburn,
Goodwill Ambassador of UNICEF. (Photo credit: UN Photo/John Isaac)
play and take part in a wide range of
cultural and artistic activities.
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Why is investing in early childhood
education important?
• Research indicates that genes provide the initial plan for the brain’s
architecture, but experiences shape it.*
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The IEYC Guiding Statement
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The IEYC Learning Principles
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The IEYC Learning Principles
There are eight Learning Principles that underpin all practice in the IEYC,
developed from our research report findings.
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Learning Principle 3: Importance of Play
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Developing communication skills
through play…
This film features national play experts Sue Palmer and Tim Gill; and chief executive of the Royal College of
Speech and Language Therapists.
SOURCE: London Borough of Hounslow YouTube channel(https://www.youtube.com/watch?v=h_-1O_rBLPU)
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The IEYC Learning Strands
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The IEYC Learning Strands
1. Independence and
2. Communicating
Interdependence
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The IEYC Learning Strands
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The IEYC Learning Strands
The IEYC believes that children should have experiences which are both
appealing to them and developmentally appropriate.
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The IEYC Learning Strands
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Learning Outcomes
The IEYC Learning Outcomes have been developed to help guide children’s
learning and development and support reflective teaching practices.
In this way, the IEYC Learning Outcomes contribute to the evaluation of
and planning for personalised learning.
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Learning Outcomes
The IEYC suggests that by the end of the curriculum, children will have
typically developed knowledge and an increasing understanding of specific
aspects of learning and development, and the skills of being able to
demonstrate learning and development in practical ways.
There will be differences in when and how learning takes place, and when
children can demonstrate what they know and what they are able to do.
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The IEYC Process of Learning
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The IEYC Process of Learning
Entry Point
An Entry Point should be planned in a way that makes it possible for teachers to
observe, talk to children and capture each child’s curiosity so that interests can be
developed as the IEYC unit of learning progresses.
Capturing Curiosity
The process should continue as the IEYC unit of learning evolves; it requires
teachers to observe, listen, question and reflect on what children are interested in.
Capturing a picture of what children are curious to explore and learn about is
essential to planning a learning environment that enables children to engage, play,
explore and develop knowledge, an increasing understanding, and new skills.
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The IEYC Process of Learning, cont’d…
Exit Point
Provides opportunities for children to reflect, share and celebrate what they
have learned. Exit Points are often used to share and demonstrate learning
with members of the setting community.
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Sample Units
Our units are based around themes that capture children’s curiosity.
Additional units to be released in 2017!
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Supporting all educators
• Teachers
• Child Care
Professionals
• Non-specialists
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